外促与内生：教师专业学习范式的辩证  

External Motivation and Internal Motivation:Dialect of Paradigms of Teachers' Professional Learning

作　　者：杜海平[1] 

机构地区：[1]绍兴文理学院教育学院副教授,浙江绍兴312000

出　　处：《教育研究》2012年第9期139-144,共6页Educational Research

基　　金：2010年绍兴市哲学社会科学“十一五”规划重点课题“基于教师专业发展自主性的中小学教师学习范式构建研究”(课题编号:115334);2011年浙江省教育科学规划年度研究课题“基于教师专业自主发展的教师学习范式研究”(课题编号:SCG195)的研究成果

摘　　要：外促学习范式即教师专业学习的目的、动机、组织、评价等要素不是由教师本人的意愿生发的,而是由外在的环境强加的一种非自觉、他组织的学习。内生学习范式即教师专业学习的目的、动机、组织、评价等要素不是由教师本人以外的组织生发的,而是由教师本身内在的自觉引发的一种自组织学习。目前,教师专业学习正处在范式革命期,各种学习范式混杂,都是合目的性和合规律性的存在。从学习动力考察,教师专业发展正从外促走向内生,从发展效能看,外促和内生都具有存在的价值。从外促引发内生,由内生推进外促,实现外促与内生的历史辩证是教师专业学习的必然。The externally motivated learning paradigm means that teachers＇ professional learning is the unconscious and heter-organized learning imposed by external environment, but not evoked by aim, motivation, organization and evaluation of learning of teachers themselves. By contrast, the internally motivated learning paradigm means that teachers＇ professional learning is the conscious and self-organized learning induced by themselves but not evoked by any organizations apart from teachers＇ themselves. At present, various learning paradigms exist together following man＇s aim and rule, and teachers＇ professional learning is in the paradigm shift. In the view of the learning motivation, teachers＇ professional development is on the way from external motivation to internal motivation. In the view of the effectiveness of development, both of the external and internal motivations have their own value, that is, the external motivation arouses internal motivation, while the internal motivation promotes external motivation. To realize the history dialect of external and internal motivations is the necessity to teachers＇ professional learning.

关 键 词：教师专业学习 外促学习范式 内生学习范式 

分 类 号：G451[文化科学—教育学]